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篇名 融合教育环境中家长参与特殊儿童幼小衔接的个案探索
並列篇名 Case Study on Parents’ Participation in Kindergarten-Primary School Transition of Students with Special Needs in Inclusive Educational Settings
作者 王蒙蒙(WANG Meng-meng) 、张悦歆(ZHANG Yue-xin)
中文摘要 在质性研究范式的指导下,研究融合教育环境中家长参与盲生幼小衔接的动态过程及其影响因素。基于“家长与儿童互动”理论框架,经历为时一年的资料收集与分析得出,儿童与家庭的“调节”与“准备”工作在四个实践阶段呈现不同动态情形。其中,持之以恒的准备是家长与儿童并肩前行的基础;儿童与家长的融合转衔动机、融合教育支持项目、波折中上升的家校关系、区级行政管理基础是影响家庭与儿童准备与调整工作的动力成分;现有条件下的家长参与具有其特定的局限性和影响力。针对研究发现,建议重视早期干预对融合教育的影响、加强特殊儿童转衔教育支持服务建设、强化家长组织的倡导功能。
英文摘要 Under the guidance of qualitative research paradigm, this paper studies the dynamic process and influencing factors of parents’ participation in Kindergarten-Primary School Transition of Students with Visual Impairment in Inclusive Educational Settings. Based on the theoretical framework of “parent-child interaction” and the data collection and analysis over the past year, we find that the “adjustment” and “preparation” present different dynamic situations. Among them, persistent preparation is the foundation for parents and children to go forward side by side; the child and family’s inclusive education transition motivation is strong, inclusive education support project, “family-school relationship” rising through the twists and turns, district administrative management foundation build motivation structure; Parents’ participation has its specific limitations and influence. According to above findings, we suggest to pay attention to the impact of early intervention on the inclusive education, strengthen the transition education’s support service construction, and improve the advocacy function of parents’ organizations.
頁次 101-112
關鍵詞 融合教育 家长参与 特殊儿童 幼小衔接 个案研究 inclusive education parents’ participation Kindergarten-Primary School Transition case study
卷期 17:1
日期 202002
刊名 基礎教育
出版單位 華東師範大學
DOI 10.3969/j. issn. 1005-2232.2020.01.012